Chapter 12: Life Cycles: Meiosis and the Alternation of Generations

Total Page:16

File Type:pdf, Size:1020Kb

Chapter 12: Life Cycles: Meiosis and the Alternation of Generations Chapter 12 Life Cycles: Meiosis and the Alternation of Generations LIFE CYCLES TRANSFER GENETIC INFORMATION Asexual Reproduction Transfers Unchanged Genetic Information through Mitosis Sexual Reproduction Produces New Information through Meiosis and Fertilization ALTERNATION BETWEEN DIPLOID AND HAPLOID GENERATIONS Plants Vary in the Details of Their Life Cycles Sexual Cycles Can Be Heterosporic or Homosporic Only One Generation Is Multicellular in Zygotic or Gametic Life Cycles The Diploid Generation Has Become Dominant over Evolutionary Time SUMMARY 1 KEY CONCEPTS 1. Life perpetuates itself through reproduction, which is the transfer of genetic information from one generation to the next. This transfer is our definition of life cycle. Reproduction can be asexual or sexual. 2. Asexual reproduction requires a cell division know as mitosis. Asexual reproduction offers many advantages over sexual reproduction, one of which is that it requires only a single parent. A significant disadvantage of asexual reproduction is the loss of genetic diversity and the likelihood of extinction when the environment changes. 3. Sexual reproduction involves the union of two cells, called gametes, which are usually produced by two different individuals. Another kind of cell division, known as meiosis, ultimately is necessary to produce gametes. 4. Every species in the kingdom Plantae has both diploid and haploid phases--that is, plants whose cells are all diploid or all haploid. These phases are called generations, and they alternate with each other over time. 5. The fossil record reveals that the most recent groups to evolve have sporic life cycles, in which the gametophyte (haploid) generation is relatively small and the sporophyte (diploid) generation is dominant in terms of size, complexity, and longevity. 12.1 LIFE CYCLES TRANSFER GENETIC INFORMATION A basic characteristic of life is that it perpetuates itself. The process can be sexual or asexual. In asexual reproduction, each generation is genetically identical to the last. Asexual reproduction occurs in unicellular and multicellular organisms. For example, a single-celled alga floating near the surface of a lake can divide asexually to produce two single-celled offspring (Fig. 12.1a). This individual cell divides to produce two new cells, then each of those cells will divide to produce others, and so on for generations of cells. Similarly, a cell within the root tip of a corn plant can reproduce asexually, first to generate two identical offspring cells and then eventually a whole tissue, layer , or region of the root, consisting of thousands of genetically identical cells (Fig. 12.1b). The succulent air plant (Kalanchoe pinnata) is able asexually to produce miniature plantlets along leaf edges, each of which can fall off, take root, and become a new plant identical to the parent. Asexual reproduction requires only a single parent cell or parent organism, and all of the progeny will be genetically identical to that parent. The collection of identical individuals is called a clone. Many plants in nature produce clones: strawberries, aspens, and coast redwoods are only a few examples (Fig. 12.2). Strawberry plants (Fragaria sp.) produce horizontal aboveground stems (stolons or runners) that periodically take root at the nodes and produce new leaves, flowers, and fruits there. If the runners are severed, the plants remain alive and capable of a fully independent life. When a redwood (Sequoia 2 a b Figure 12.2. Asexual reproduction produces clones of many genetically identical plants. Figure 12.1. Asexual reproduction occurs in All these trembling aspens (Populus single-celled organisms and in the tissues of tremuloides) in the Sierra Nevada of multicellular organisms. (a) Micrasterias, a California are probably connected single-celled freshwater alga, has just divided underground, but if the connections are to produce two cells. (b) Longitudinal section severed each tree can live independently. of a corn plant (Zea mays) root tip. Cell These individuals belong to a single clone. division in the apical meristem produces many cells and several different tissue types behind (above) the tip. sepervirens) trunk is killed by fire or removed by timber harvest, dormant buds buried under the bark at the base of the stump are stimulated to begin growth. Within decades, a cluster of young redwood trees will exist, all sharing the same root system but having separate trunks. In time, the parental stump will decompose and disappear, leaving a circular clone of equal-aged offspring. Trembling aspen (Populus tremuloides) trees produce special roots that grow horizontally under the soil instead of down. These roots periodically give rise to stems (which in time become mature trees) some distance from the parent tree. An entire grove of aspen, occupying several acres of ground, can be a single clone of hundreds of genetically identical trees, seemingly independent but actually all connected to each other below ground. Sexual reproduction, in contrast, causes each generation to be genetically different. For example, when a poppy plant produces seeds, each seed produces a plant that is 3 slightly different from the parent: perhaps taller, maybe more frost tolerant, possibly with different petal colors, or capable of flowering a few days sooner than the parent. Both kinds of reproduction transfer genetic information from parent to offspring, which is the definition of life cycle as used throughout this textbook. Asexual Reproduction Transfers Unchanged Genetic Information through Mitosis Asexual reproduction requires a particular kind of cell division called mitosis (Fig. 12.3). Briefly, mitosis is preceded by a copying process in which enzymes duplicate every chromosome. The two copies of each chromosome, called sister chromatids, are joined together at one point. In the first part of mitosis (prophase), each chromosome condenses from a threadlike form to a compact rodlike form that can be moved without breaking. A spindle apparatus forms too, for moving chromosomes, and spindle fibers link sister chromatids of each chromosome to opposite poles of the spindle. Spindle fibers pull the chromosomes to the cell's equator. Then, in a stage called metaphase, the cell pauses to check whether all the chromatids are linked correctly. In anaphase, the spindle pulls sister chromatids to opposite poles of the cell. Next, in telophase, the chromosomes uncoil and new nuclear envelopes form (not shown in Fig. 12.3). Finally, in cytokinesis, the cell divides into two cells. Each offspring cell retains the exact same complement of chromosomes (and genes) as that of the parent cell. Figure 12.3. A review of mitosis. Blue and red chromosomes came from different parents that mated to produce the organism with this cell. The original cell has four chromosomes, each of which was replicated before mitosis to give two sister chromatids. Mitosis separates the sister chromatids to produce two cells, each genetically identical to the parent cell. There are several advantages to asexual reproduction. First, only a single parent is required. Therefore, any isolated individual can produce offspring and populate a new part of the species range. Second, asexual reproduction produces offspring that may be just as successful in the habitat as the parent was, unless the parent used up too many resources. Because the parent lived to reproduce, so too should the next generation (providing the environment stays unchanged). Third, asexual reproduction generates offspring faster than sexual reproduction; therefore, an invading species can dominate the landscape quickly. Fourth, asexual reproduction costs less in terms of metabolic energy than sexual reproduction. This is because sexual reproduction requires a plant to invest in reproductive tissue (e.g. flowers) even though successful seed formation, dispersal, and germination might not occur in any given year. Asexual reproduction, in contrast, always works. The only disadvantage to asexual reproduction is that genetic diversity remains relatively fixed, subject only to mutation, a very slow process. New plant clones are 4 genetically identical to parents. If the environment changes, all the plants are equally susceptible to any new stress, such as a new disease, a drought, or a migratory invasion of herbivores. In contrast, sexual reproduction results in genetic diversity, thus giving the maximum probability for continued existence of a species over long periods. The geological history of the earth has consistent themes of environmental change in which species that could not adapt became extinct. Genetic diversity promotes adaptation. Sexual Reproduction Transfers New Combinations of Information through Meiosis Sexual reproduction requires the union of two cells called gametes. The gametes must find each other and join to create a single offspring cell. Sexual reproduction thus poses two problems. One problem is to find a way to bring gametes together, and the other is to reduce the number of chromosomes in gametes. If gametes with the normal number of chromosomes were to fuse, then the resulting offspring cell would have twice the normal number. A repetition of this over several generations would create cells with an unmanageable number of chromosomes. The solution to the number problem is a type of cell division called meiosis, which reduces the number of chromosomes by half. To make sense of meiosis, we need the concept of a chromosome set. The information to build a body is divided between several different kinds of chromosome. A chromosome set consists of one chromosome of each kind. The number in a set varies among species. In humans, there are 23 chromosomes in a set. In a cotton plant (Gossypium hirsutum), there are 10 chromosomes in a set. Any cell with just one set of chromosomes is said to be haploid, symbolized as the 1n state. Gametes are haploid, with one set of chromosomes. When two haploid gametes fuse, they create a cell (the zygote) that has two sets. A cell with two chromosome sets is diploid, symbolized as 2n. the two copies of a given chromosome in a 2n cell are said to be homologous.
Recommended publications
  • Gymnosperms the MESOZOIC: ERA of GYMNOSPERM DOMINANCE
    Chapter 24 Gymnosperms THE MESOZOIC: ERA OF GYMNOSPERM DOMINANCE THE VASCULAR SYSTEM OF GYMNOSPERMS CYCADS GINKGO CONIFERS Pinaceae Include the Pines, Firs, and Spruces Cupressaceae Include the Junipers, Cypresses, and Redwoods Taxaceae Include the Yews, but Plum Yews Belong to Cephalotaxaceae Podocarpaceae and Araucariaceae Are Largely Southern Hemisphere Conifers THE LIFE CYCLE OF PINUS, A REPRESENTATIVE GYMNOSPERM Pollen and Ovules Are Produced in Different Kinds of Structures Pollination Replaces the Need for Free Water Fertilization Leads to Seed Formation GNETOPHYTES GYMNOSPERMS: SEEDS, POLLEN, AND WOOD THE ECOLOGICAL AND ECONOMIC IMPORTANCE OF GYMNOSPERMS The Origin of Seeds, Pollen, and Wood Seeds and Pollen Are Key Reproductive SUMMARY Innovations for Life on Land Seed Plants Have Distinctive Vegetative PLANTS, PEOPLE, AND THE Features ENVIRONMENT: The California Coast Relationships among Gymnosperms Redwood Forest 1 KEY CONCEPTS 1. The evolution of seeds, pollen, and wood freed plants from the need for water during reproduction, allowed for more effective dispersal of sperm, increased parental investment in the next generation and allowed for greater size and strength. 2. Seed plants originated in the Devonian period from a group called the progymnosperms, which possessed wood and heterospory, but reproduced by releasing spores. Currently, five lineages of seed plants survive--the flowering plants plus four groups of gymnosperms: cycads, Ginkgo, conifers, and gnetophytes. Conifers are the best known and most economically important group, including pines, firs, spruces, hemlocks, redwoods, cedars, cypress, yews, and several Southern Hemisphere genera. 3. The pine life cycle is heterosporous. Pollen strobili are small and seasonal. Each sporophyll has two microsporangia, in which microspores are formed and divide into immature male gametophytes while still retained in the microsporangia.
    [Show full text]
  • BIL 161: Environment and Development: the Effects of Environmental Variables on Seed Germination
    BIL 161: Environment and Development: The Effects of Environmental Variables on Seed Germination The seed is more than just a plant waiting to happen. It is a complex marvel of evolution, a miniature life-support system that responds to environmental cues in order to give the embryo nestled within the best chance of survival. I. Characteristics and Classification of Plants Plants share synapomorphies that set them apart from other organisms. 1. true tissues (of types unique to plants) 2. waxy cuticle (to prevent desiccation) 3. stomates (microscopic gas exchange pores on the leaves) 4. apical meristems (permanent embryonic tissue for constant growth) 5. multicellular sex organs (male antheridia and female archegonia) 6. walled spores produced in structures called sporangia 7. embryo development inside the female parent 8. secondary metabolites (alkaloids, tannins, flavonoids, etc.) 9. heteromorphic alternation of generations The most primitive plants do not produce seeds at all, but rather release spores into the environment where they grow into a second life cycle stage, called the gametophyte. In seed plants, the life cycle is highly derived. Seed plants still make spores, but each spore grows into a gametophyte that is little more than a bit of tissue that gives rise to gametes. In the male parts of the plant, each spore develops into a sperm-producing male gametophyte known as pollen. In the female parts of the plant, meiosis occurs inside a structure known as the ovule, which will eventually give rise to the seed. Plants can broadly be classified as follows. A. Bryophytes – non-vascular plants (mosses, liverworts and hornworts) B.
    [Show full text]
  • California's Native Ferns
    CALIFORNIA’S NATIVE FERNS A survey of our most common ferns and fern relatives Native ferns come in many sizes and live in many habitats • Besides living in shady woodlands and forests, ferns occur in ponds, by streams, in vernal pools, in rock outcrops, and even in desert mountains • Ferns are identified by producing fiddleheads, the new coiled up fronds, in spring, and • Spring from underground stems called rhizomes, and • Produce spores on the backside of fronds in spore sacs, arranged in clusters called sori (singular sorus) Although ferns belong to families just like other plants, the families are often difficult to identify • Families include the brake-fern family (Pteridaceae), the polypody family (Polypodiaceae), the wood fern family (Dryopteridaceae), the blechnum fern family (Blechnaceae), and several others • We’ll study ferns according to their habitat, starting with species that live in shaded places, then moving on to rock ferns, and finally water ferns Ferns from moist shade such as redwood forests are sometimes evergreen, but also often winter dormant. Here you see the evergreen sword fern Polystichum munitum Note that sword fern has once-divided fronds. Other features include swordlike pinnae and round sori Sword fern forms a handsome coarse ground cover under redwoods and other coastal conifers A sword fern relative, Dudley’s shield fern (Polystichum dudleyi) differs by having twice-divided pinnae. Details of the sori are similar to sword fern Deer fern, Blechnum spicant, is a smaller fern than sword fern, living in constantly moist habitats Deer fern is identified by having separate and different looking sterile fronds and fertile fronds as seen in the previous image.
    [Show full text]
  • Reproduction in Plants Which But, She Has Never Seen the Seeds We Shall Learn in This Chapter
    Reproduction in 12 Plants o produce its kind is a reproduction, new plants are obtained characteristic of all living from seeds. Torganisms. You have already learnt this in Class VI. The production of new individuals from their parents is known as reproduction. But, how do Paheli thought that new plants reproduce? There are different plants always grow from seeds. modes of reproduction in plants which But, she has never seen the seeds we shall learn in this chapter. of sugarcane, potato and rose. She wants to know how these plants 12.1 MODES OF REPRODUCTION reproduce. In Class VI you learnt about different parts of a flowering plant. Try to list the various parts of a plant and write the Asexual reproduction functions of each. Most plants have In asexual reproduction new plants are roots, stems and leaves. These are called obtained without production of seeds. the vegetative parts of a plant. After a certain period of growth, most plants Vegetative propagation bear flowers. You may have seen the It is a type of asexual reproduction in mango trees flowering in spring. It is which new plants are produced from these flowers that give rise to juicy roots, stems, leaves and buds. Since mango fruit we enjoy in summer. We eat reproduction is through the vegetative the fruits and usually discard the seeds. parts of the plant, it is known as Seeds germinate and form new plants. vegetative propagation. So, what is the function of flowers in plants? Flowers perform the function of Activity 12.1 reproduction in plants. Flowers are the Cut a branch of rose or champa with a reproductive parts.
    [Show full text]
  • Fungi-Rhizopus
    Characters of Fungi Some of the most important characters of fungi are as follows: 1. Occurrence 2. Thallus organization 3. Different forms of mycelium 4. Cell structure 5. Nutrition 6. Heterothallism and Homothallism 7. Reproduction 8. Classification of Fungi. 1. Occurrence: Fungi are cosmopolitan and occur in air, water soil and on plants and animals. They prefer to grow in warm and humid places. Hence, we keep food in the refrigerator to prevent bacterial and fungal infestation. 2. Thallus organization: Except some unicellular forms (e.g. yeasts, Synchytrium), the fungal body is a thallus called mycelium. The mycelium is an interwoven mass of thread-like hyphae (Sing, hypha). Hyphae may be septate (with cross wall) and aseptate (without cross wall). Some fungi are dimorphic that found as both unicellular and mycelial forms e.g. Candida albicans. 3. Different forms of mycelium: (a) Plectenchyma (fungal tissue): In a fungal mycelium, hyphae organized loosely or compactly woven to form a tissue called plectenchyma. It is two types: i. Prosenchyma or Prosoplectenchyma: In these fungal tissue hyphae are loosely interwoven lying more or less parallel to each other. ii. Pseudoparenchyma or paraplectenchyma: In these fungal tissue hyphae are compactly interwoven looking like a parenchyma in cross-section. (b) Sclerotia (Gr. Skleros=haid): These are hard dormant bodies consist of compact hyphae protected by external thickened hyphae. Each Sclerotium germinates into a mycelium, on return of favourable condition, e.g., Penicillium. (c) Rhizomorphs: They are root-like compactly interwoven hyphae with distinct growing tip. They help in absorption and perennation (to tide over the unfavourable periods), e.g., Armillaria mellea.
    [Show full text]
  • Seed and Seed Dispersal
    1st GRADE SEEDS AND SEED DISPERSAL Summary: This lab is all about seeds. First, students take apart a swollen lima bean seed and find the seed coat, food storage area, and the plant embryo. Second, the students sort a bag of seeds into groups and notice that all seeds look different but have the same three seed parts. Finally, students sort seeds that are dispersed in different ways. Students identify seeds that are dispersed by wind, hitchiking, animals carrying and burying, and animals eating and pooping. Intended Learning Outcomes for 1st Grade: Objective 1: Framing questions. Conducting investigations. Drawing conclusions. Objective 2: Developing social interaction skills with peers. Sharing ideas with peers. Connecting ideas with reasons. Objective 3: Ideas are supported by reasons. Communicaiton of ideas in science is important for helping to check the reasons for ideas. Utah State Core Curriculum Tie: Standard 4 Objective 1: Life Science Analyze the individual similarities and differences within and across larger groups. Standard 4 Objective 2: Life Science Describe and model life cycles of living things. Make observations about living things and their environment using the five senses. Preparation time: 1 hour to locate seeds the first time, then 20 min if seeds are reused Lesson time: 50 min Small group size: works best with one adult for every 5 students Materials: 1. one petri dish or paper towel per student 2. 1 bag of dried lima beans 3. One seed classification bag per group, this should include 5-6 seeds of about 15 different seed types. Use old seeds from seed packets or spices or seeds or nuts you may have in your kitchen.
    [Show full text]
  • Flower Power
    FLOWER POWER IDAHO BOTANICAL GARDEN WHAT IS A FLOWER? INSTRUCTIONAL OBJECTIVE: When students finish this project, they will have gained respect for the beauty of flowers and appreciate their ecological and practical importance. INTRODUCTION Dear Teacher, The Idaho Botanical Garden is an outdoor learning environment. We want to make your visit comfortable and enjoyable, and ask that your students are dressed appropriately for the weather and have water, especially in the warm weather months. TERMS Angiosperms: Flowering plants that produce seeds enclosed in a fruit. Anthers: The boxlike structures at the top of stamens, where pollen is produced. Botanical garden: A place where plants are collected and displayed for scientific, educational and artistic purposes. Fertilization: The union of male sperm cells and female egg cells. Filament: The stalk of the stamen. Flower: The reproductive structure of an angiosperm. Fruit: A ripened ovary conaining seeds. Nectar: The sweet liquid produced by flowers to attract pollinators. Ovary: The hollow compartment at the base of the pistil which contains ovules. It develops into a fruit containing seeds. Ovules: The structures in a flower ovary that can develop into seeds. Pistil: The female part of a flower; stigma, style, and ovary. Pollen: A yellow, powder-like material containing sperm cells. Pollen tubes: Tubes that carry sperm cells from the stigma into the ovary. Pollination: The process of pollen coming together with the stigma of a flower. Pollinators: Animals which carry pollen from one flower to another. Seed: A structure containing a baby plant and its food supply, which is surrounded by a protective seed coat.
    [Show full text]
  • Phylogenetic Classification of Life
    Proc. Natl. Accad. Sci. USA Vol. 93, pp. 1071-1076, February 1996 Evolution Archaeal- eubacterial mergers in the origin of Eukarya: Phylogenetic classification of life (centriole-kinetosome DNA/Protoctista/kingdom classification/symbiogenesis/archaeprotist) LYNN MARGULIS Department of Biology, University of Massachusetts, Amherst, MA 01003-5810 Conitribluted by Lynnl Marglulis, September 15, 1995 ABSTRACT A symbiosis-based phylogeny leads to a con- these features evolved in their ancestors by inferable steps (4, sistent, useful classification system for all life. "Kingdoms" 20). rRNA gene sequences (Trichomonas, Coronympha, Giar- and "Domains" are replaced by biological names for the most dia; ref. 11) confirm these as descendants of anaerobic eu- inclusive taxa: Prokarya (bacteria) and Eukarya (symbiosis- karyotes that evolved prior to the "crown group" (12)-e.g., derived nucleated organisms). The earliest Eukarya, anaero- animals, fungi, or plants. bic mastigotes, hypothetically originated from permanent If eukaryotes began as motility symbioses between Ar- whole-cell fusion between members of Archaea (e.g., Thermo- chaea-e.g., Thermoplasma acidophilum-like and Eubacteria plasma-like organisms) and of Eubacteria (e.g., Spirochaeta- (Spirochaeta-, Spirosymplokos-, or Diplocalyx-like microbes; like organisms). Molecular biology, life-history, and fossil ref. 4) where cell-genetic integration led to the nucleus- record evidence support the reunification of bacteria as cytoskeletal system that defines eukaryotes (21)-then an Prokarya while
    [Show full text]
  • "Role of the Gynoecium in Cytokinin-Induced Carnation Petal
    J. AMER. Soc. HORT. SCI. 116(4):676-679. 1991. Role of the Gynoecium in Cytokinin-induced Carnation Petal Senescence William R. Woodson and Amanda S. Brandt Department of Horticulture, Purdue University, West Lafayette, IN 47907 Additional index words. benzyladenine, Dianthus caryophyllus, ethylene Abstract. Treatment of cut carnation (Dianthus caryophyllus L. ‘White Sim’) flowers with the synthetic cytokinin benzyladenine (BA) at concentrations >1.0 µM induced premature petal senescence. Flowers treated with 100 µM BA exhibited elevated ethylene production in styles and petals before untreated flowers. The gynoecia of BA-treated flowers accumulated 1-aminocyclopropane-l-carboxyllc acid (ACC) and enlarged before untreated flowers. Removal of the gynoecium (ovary and styles) or styles prevented BA-induced petal senescence and resulted in a substantial delay in petal senescence. In contrast, removal of the gynoecium had no effect on timing of petal senescence in flowers held in water. These results indicate BA stimulates petal senescence by inducing premature ACC accumulation and ethylene production in the gynoecium. The senescence of carnation flowers is associated with a sub- cytokinins have been shown to stimulate petal senescence (Ei- stantial increase in ethylene production (Nichols, 1966, 1968). singer, 1977; Van Staden and Joughin, 1988). We now report This increase in ethylene plays an important role in regulating results that indicate the gynoecium plays a critical role in de- the processes of petal senescence, including changes in gene termining the response of carnations to exogenously supplied expression (Borochov and Woodson, 1989; Lawton et al., 1990; cytokinin. Woodson and Lawton, 1988). While the petals account for a large amount of the ethylene produced by carnation flowers, Materials and Methods other floral tissues, including the gynoecium, produce a signif- Plant material.
    [Show full text]
  • Ap09 Biology Form B Q2
    AP® BIOLOGY 2009 SCORING GUIDELINES (Form B) Question 2 Discuss the patterns of sexual reproduction in plants. Compare and contrast reproduction in nonvascular plants with that in flowering plants. Include the following topics in your discussion: (a) alternation of generations (b) mechanisms that bring female and male gametes together (c) mechanisms that disperse offspring to new locations Four points per part. Student must write about all three parts for full credit. Within each part it is possible to get points for comparing and contrasting. Also, specific points are available from details provided about nonvascular and flowering plants. Discuss the patterns of sexual reproduction in plants (4 points maximum): (a) Alternation of generations (4 points maximum): Topic Description (1 point each) Alternating generations Haploid stage and diploid stage. Gametophyte Haploid-producing gametes. Dominant in nonvascular plants. Double fertilization in flowering plants. Gametangia; archegonia and antheridia in nonvascular plants. Sporophyte Diploid-producing spores. Heterosporous in flowering plants. Flowering plants produce seeds; nonvascular plants do not. Flowering plants produce flower structures. Sporangia (megasporangia and microsporangia). Dominant in flowering plants. (b) Mechanisms that bring female and male gametes together (4 points maximum): Nonvascular Plants (1 point each) Flowering Plants (1 point each) Aquatic—requires water for motile sperm Terrestrial—pollination by wind, water, or animal Micropyle in ovule for pollen tube to enter Pollen tube to carry sperm nuclei Self- or cross-pollination Antheridia produce sperm Gametophytes; no antheridia or archegonia Archegonia produce egg Ovules produce female gametophytes/gametes Pollen: male gametophyte that produces gametes © 2009 The College Board. All rights reserved. Visit the College Board on the Web: www.collegeboard.com.
    [Show full text]
  • Classifications of Fungi
    Chapter 24 | Fungi 675 Sexual Reproduction Sexual reproduction introduces genetic variation into a population of fungi. In fungi, sexual reproduction often occurs in response to adverse environmental conditions. During sexual reproduction, two mating types are produced. When both mating types are present in the same mycelium, it is called homothallic, or self-fertile. Heterothallic mycelia require two different, but compatible, mycelia to reproduce sexually. Although there are many variations in fungal sexual reproduction, all include the following three stages (Figure 24.8). First, during plasmogamy (literally, “marriage or union of cytoplasm”), two haploid cells fuse, leading to a dikaryotic stage where two haploid nuclei coexist in a single cell. During karyogamy (“nuclear marriage”), the haploid nuclei fuse to form a diploid zygote nucleus. Finally, meiosis takes place in the gametangia (singular, gametangium) organs, in which gametes of different mating types are generated. At this stage, spores are disseminated into the environment. Review the characteristics of fungi by visiting this interactive site (http://openstaxcollege.org/l/ fungi_kingdom) from Wisconsin-online. 24.2 | Classifications of Fungi By the end of this section, you will be able to do the following: • Identify fungi and place them into the five major phyla according to current classification • Describe each phylum in terms of major representative species and patterns of reproduction The kingdom Fungi contains five major phyla that were established according to their mode of sexual reproduction or using molecular data. Polyphyletic, unrelated fungi that reproduce without a sexual cycle, were once placed for convenience in a sixth group, the Deuteromycota, called a “form phylum,” because superficially they appeared to be similar.
    [Show full text]
  • Synthetic Conversion of Leaf Chloroplasts Into Carotenoid-Rich Plastids Reveals Mechanistic Basis of Natural Chromoplast Development
    Synthetic conversion of leaf chloroplasts into carotenoid-rich plastids reveals mechanistic basis of natural chromoplast development Briardo Llorentea,b,c,1, Salvador Torres-Montillaa, Luca Morellia, Igor Florez-Sarasaa, José Tomás Matusa,d, Miguel Ezquerroa, Lucio D’Andreaa,e, Fakhreddine Houhouf, Eszter Majerf, Belén Picóg, Jaime Cebollag, Adrian Troncosoh, Alisdair R. Ferniee, José-Antonio Daròsf, and Manuel Rodriguez-Concepciona,f,1 aCentre for Research in Agricultural Genomics (CRAG) CSIC-IRTA-UAB-UB, Campus UAB Bellaterra, 08193 Barcelona, Spain; bARC Center of Excellence in Synthetic Biology, Department of Molecular Sciences, Macquarie University, Sydney NSW 2109, Australia; cCSIRO Synthetic Biology Future Science Platform, Sydney NSW 2109, Australia; dInstitute for Integrative Systems Biology (I2SysBio), Universitat de Valencia-CSIC, 46908 Paterna, Valencia, Spain; eMax-Planck-Institut für Molekulare Pflanzenphysiologie, 14476 Potsdam-Golm, Germany; fInstituto de Biología Molecular y Celular de Plantas, CSIC-Universitat Politècnica de València, 46022 Valencia, Spain; gInstituto de Conservación y Mejora de la Agrodiversidad, Universitat Politècnica de València, 46022 Valencia, Spain; and hSorbonne Universités, Université de Technologie de Compiègne, Génie Enzymatique et Cellulaire, UMR-CNRS 7025, CS 60319, 60203 Compiègne Cedex, France Edited by Krishna K. Niyogi, University of California, Berkeley, CA, and approved July 29, 2020 (received for review March 9, 2020) Plastids, the defining organelles of plant cells, undergo physiological chromoplasts but into a completely different type of plastids and morphological changes to fulfill distinct biological functions. In named gerontoplasts (1, 2). particular, the differentiation of chloroplasts into chromoplasts The most prominent changes during chloroplast-to-chromo- results in an enhanced storage capacity for carotenoids with indus- plast differentiation are the reorganization of the internal plastid trial and nutritional value such as beta-carotene (provitamin A).
    [Show full text]